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Magoosh GMAT Ebook PDF
Magoosh GMAT Ebook PDF
Table of Contents
Table of Contents .................................................................................................. 1
Introduction......................................................................................................... 3
About Us ............................................................................................................. 4
The GMAT ........................................................................................................... 7
Overview of the Structure of the Test ....................................................................... 7
Understanding the GMAT Score Report....................................................................... 9
Time Management Tips ....................................................................................... 11
Computer Adaptive Testing .................................................................................. 13
Guessing and Skipping Strategies for the GMAT........................................................... 16
Focused Studying vs. Diverse Problems .................................................................... 19
What Does I Understand Mean? ........................................................................... 21
AWA ................................................................................................................ 23
Analysis of an Argument ...................................................................................... 23
The Directions for the AWA .................................................................................. 25
Typical Flaws in AWA Prompts............................................................................... 28
Strategies for the AWA ....................................................................................... 30
Integrated Reasoning ............................................................................................ 32
Introduction to Integrated Reasoning ...................................................................... 32
The 4 IR Question Types ...................................................................................... 34
How the IR Differs from Quant & Verbal ................................................................... 40
Practice Question ............................................................................................. 42
Quantitative ...................................................................................................... 43
Introduction to GMAT Quantitative Section ............................................................... 43
Breakdown of Quant Concepts by Frequency ............................................................. 46
Introduction to GMAT Problem Solving Questions ........................................................ 51
Practice Question ............................................................................................. 54
Introduction to GMAT Data Sufficiency..................................................................... 55
General Strategy for Data Sufficiency Questions ......................................................... 57
Practice Question ............................................................................................. 60
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Introduction
This eBook is meant to serve as an introduction to the new GMAT and combines information from
some of the most popular posts on the Magoosh GMAT blog. If you want to know what to expect and
how to prepare for the GMAT, this eBook is for you!
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About Us
What is Magoosh?
Magoosh is an online GMAT prep tool that offers:
Over 250 Math and Verbal videos, thats over 20 hours of video!
Over 800 Math and Verbal practice questions, with video explanations after every question
Material created by expert tutors who have in-depth knowledge of the GMAT
E-mail support from our expert tutors within 24 hours
Customizable practice sessions and mock tests
Personalized statistics based on performance
Access anytime, anywhere from an internet-connected device
Featured in
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The GMAT
Overview of the Structure of the Test
What is the GMAT?
GMAT stands for Graduate Management Admission Test. Just as the SAT is an admission test high
school students need to take to get into college, the GMAT is an admission test after-college folks
in the business world need to take to get into business school. The vast majority of MBA programs
require a recent GMAT as an essential part of the admission process. Different schools use and
judge GMAT scores in different ways. As a general rule, a good score on the GMAT can give an
applicant a strong competitive edge in applying to the best business schools.
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What is a percentile?
The percentile associated with a particular score is the percent of the population whom you have
outscored by getting that score. For example, a total GMAT score of 700 is about the 90th
percentile. This means: if you score a 700 on your GMAT, you have done better than 90% of the
folks who took the GMAT. (The scoring has been consistent for years, so GMAC can say: it's not just
90% of the folks who took the GMAT when you took it, but also 90% of everyone who took the GMAT
in the past three years.) Another way of saying that: scoring above 700 puts you in the top 10% of
folks taking the GMAT.
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Obviously, the higher the score, the more options you will probably have, and it may be that, to
some extent, you can offset a lower college GPA with a high GMAT score.
It is a fact that a solid test prep resource, like Magoosh, can raise your GMAT grade substantially. In
fact, Magoosh has a 50 point score increase guarantee. If you have already taken an official GMAT
test once, then Magoosh guarantees that if you use the product extensively, your score will
increase by at least a minimum of 50 points (many users see much larger increases). That's
extraordinary: that can bring you from 650 (79th percent = top 21%) to 700 (90th percentile = top
10%)!
By all means, strive to do the best you can do, and use effective help like Magoosh. At the same
time, it's important to be realistic about your abilities and the time & energy you have to prepare.
If your first GMAT was a 460, then with concerted effort and the support of Magoosh, you will be
able to get up into the 500s and maybe even the 600s, but it may be that a GMAT in the high 700s
is unrealistic for you, and that's OK. Always strive for your personal best because it's hard to
compete with everyone out there. The goal of the GMAT is to get you into business school, the goal
of business school will be to get an MBA, and the goal of an MBA is to get into management
positions in the business world. Many folks who are wildly successful in upper management in the
business world had less than stellar GMATs and went to unrecognizable and unprestigious business
schools. Conversely, some folks are brilliant test takers, and ace the GMAT, but then wind up not
so successful in the rough and tumble of the business world. Trust the unique combination of gifts
and talents you bring, seek to learn the skills that will most complement and bring forth who you
are, and learn to recognize the environments in which you can most effectively thrive. Do the best
you can do on the GMAT, and trust that this will be good enough to lead you to where you need to
be in the big picture.
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Burning Questions
If you do not have a clear path to the solution, but are still flailing about after a couple of minutes,
burn the question and move on. At this point, your nerves are going to make finding a solution very
difficult.
On the other hand, if you worked your way to a solution and after two minutes and it is not the
right one, go back and check your steps. Very often one little arithmetic mistake can prevent you
from getting the correct answer.
Finally, if you have a certain weakness and a difficult problem exploits it, you can save time by
randomly guessing on the question. The logic is you are unlikely to get the correct answer even
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after a couple of minutes. Burning a question or two shouldnt hurt you too much, and because you
save time (and overwrought nerves), it can indeed help you.
Finishing Early
If you are finishing early, but are still scoring below the 80% on either quant or verbal, then figure
out which areas you are making mistakes in. For instance, if you are making careless errors in
quant, some of the extra remaining time could have been used to review your quant questions. If
you notice you are missing a few questions on a long reading passage, then slow down your reading,
or take more care when going back to the passage to answer the question.
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Not so exact
That analogy is helpful for understanding CAT, but the problem is: things are not that exact. If we
want to know where a city like El Paso is, thats totally objective, and the questions about whether
such-and-such city is N/S or E/W of El Paso are also totally objective. That means, with very few
questions, one could hone in on an exact location.
A persons math & verbal ability is not so precise a thing. First of all, there are easy questions you
definitely can answer, there are super-hard questions you definitely cant answer, but for the
questions in-between, its gray: theres a difficulty level at which you usually get questions right,
another slightly higher at which you usually get the questions wrong. For the sake of argument,
lets say that we have figured out questions that are exactly at your ability level if, on average,
you get questions at that level right 50% of the time. Clearly, whether you answer any one question
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correctly or not is not enough information to tell whether its at your ability level or not;
determining your level is going to be about an average over several questions, not simply the
answer to one. Furthermore, there are frequent aberrations:
Super-brilliant people sometimes get an easy question wrong, and folks who are minimally
prepared can still guess correctly on one of the toughest questions. With statistics, the computer
can absorb such aberrations. What the computer is doing throughout your test is averaging over the
difficulty ratings of all the previous questions, using the data about which you got right and which
you got wrong to create a complex average that is the best estimate of your ability, and each new
question it feeds you is the computers attempt to refine that best estimate.
Your score is a composite result that takes into account the difficulty of each question you got
right and the difficulty of each question you got wrong. The exact details of the algorithm that the
computer uses to do this are (a) probably incomprehensible if you dont have a Ph. D. in Statistics,
and (b) the secret proprietary information of GMAC. Legally, we dont have access to that
algorithm, and in all likelihood, even if we knew we probably wouldnt understand it anyway.
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test, the computer will give you the combination of questions it must evaluate in order to
determine your abilities. Furthermore, the algorithm is such that order of the questions doesnt
affect your score at all. If you get a certain question right, then whether it was the first question, a
middle question, or the last question doesnt matter at all. What does matter for your score is the
difficulty of the question, and whether you got it right or wrong, but not where it fell in the test.
Fact: Not finishing all the questions in a section hurts your score.
That is quite true. Its exceedingly important not only to learn content and strategy, but also
practice at working efficiently, so that you dont run out of time. Ideally, you want to hone your
time management skills so that you have abundant time on even the last questions on a section.
Myth: You can out-think the CAT.
The algorithm is far too complex. Theres no sense stressing about how did I do on those
questions? or why is it asking this kind of question now? Just do your best on the question in
front of you at any moment, submit it, and then forget about that question entirely.
Fact: Systematically reviewing math and verbal content, as well as strategies specific to
each question type, can vastly enhance your GMAT score.
That is most certainly true, and thats why Magoosh can give you such an advantage. With a couple
hundred lesson videos discussing both content and strategy, and with over 800 practice questions,
each with its own video explanation, you will get top-notch preparation for the GMAT at only a
fraction of what you would pay for a comparable course.
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use in that situation. I quote the GMAC GMAT gurus in the paper: If an examinee found herself
with only a minute remaining to answer the last four items of the verbal section, it would be to her
benefit to spend time trying to answer at least one of the remaining questions with thought while
feeling confident that leaving the remaining items blank would not affect the score much
differently than random responding (p. 12). Thus, when running out of time on the Verbal section
of the GMAT, your focus should be: remain calm, simply do your best, and work thoroughly with
each question one at a time, even if that means there are two or three questions you simply dont
see. Thats the univocal strategy for the precious last minutes on the GMAT Verbal section.
Summary
Those are the most sophisticated data-driven recommendations on GMAT guessing strategies
available. Of course, if at any point you can practice solution behavior that is, you can
intelligently eliminate some answer choices and after that get stuck then you should always
guess from the remaining choices and never leave such a question blank. And, of course, the more
you practice against the clock, practice a wide variety of questions such as we have at Magoosh,
and learn time-saving strategies such as the ones we teach at Magoosh, then the less the dilemma
of a last-minute crunch will be your problem at all.
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Work Cited:
Talento-Miller, Eileen and Ranimn Guo. Guess What? Score Differences with Rapid Replies versus Omissions
on a Computerized Adaptive Test. GMAC Research Reports, RR-09-04, February 1, 2009. Original paper available
at: http://www.gmac.com/NR/rdonlyres/14987E08-3220-4D52-BDC3-D5EB12EAA7AC/0/RR0904_GuessWhat.pdf
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When Beginning . . .
Fortunately, between obsessive-compulsive approach #1 and manic approach #2, we can find a
little more balance. Lets say, when you are first learning a topic, or first relearning or reviewing a
topic after not having seen it for years, then of course, some focused practice in just the skill that
will be very helpful. Of course, at the very beginning of your GMAT preparation, when everything is
either brand new or seen for the first time in over a decade, you may be doing a good deal of
focused practice.
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Without any previous warm-up in thinking about percent increase, right there, you are going to
have to do that problem. Thats why its critically important that the majority of your practice close to 100% in the days leading up to the test - be diverse-problem practice, so that you simply
get used to handling topics out-of-the-blue, however they show up in the random mix of problems.
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Stages of Understanding
We could outline, roughly, six levels of understanding.
Level #0 = no understanding, it's completely foreign, does not compute
Level #1 = looks familiar, Yeah, I think I've seen that before, some dim memory of how to do it
Level #2 = with a little review, or some key hints or coaching, you can solve one of these
problems.
Level #3 = In the course of focusedpractice, you can solve these problems consistently. If you are
in the zone for that problem type, then you can do it.
Level #4 = you can see the problem cold and, with no warm up, be able to solve it, time and time
again. This happens in diverse-problem practice.
Level #5 = you can not only solve the problem, but explain explicitly the strategy employed in
solving the problem
Level #6 = you can teach the problem clearly to someone who is struggling with how to work
through it, and you can answer all their questions in a way they understand. (The old adage
among teachers: The best way to learn something is to teach it.)
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Summary
Rather than say simply I understand X or I don't understand X, be more nuanced. Think about
your understanding of each concept in terms of these levels, and ask yourself, for each topic, how
would you push to the next level of understanding?
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AWA
Analysis of an Argument
The GMAT will have one AWA question, an Analysis of an Argument essay. For years before 6/5/12,
the GMAT had a second essay, the Analysis of an Issue essay, which was eliminated to make room
for the IR section, so we dont need to worry about that one.
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implications for your career. On AWA, you are practicing a skill that will be of major importance
down the road.
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Much of that I would call the duh!-directions. Of course this is a critique of an argument. Of
course you shouldn't ramble on about your own personal views. Of course you should plan before
you start writing. Of course you hope to have time at the end to proofread and revise. All this is
quite obvious.
The last section, with bullet points, is somewhat more noteworthy. The first bullet point tells us: a
good AWA essay is well-organized, has a natural flow from point to point, and is clear and
unambiguous about what it is saying. Those are all important points to keep in mind.
The second bullet point reminds us: what they present will be, in all likelihood, a flawed argument,
but what you must create is a cogent and clear argument, and that will necessarily involve
providing clear and relevant support. It's not enough simply to assert something boldly: you must
provide justification for what you are saying.
The final bullet point may appear enigmatic: control the elements of standard written English.
What does that mean? Well, first of all, it means: no grammar or syntax mistakes; your GMAT SC
correction practice will serve you well in this regard. It also means varying the sentence structure -- some simple sentences (noun + verb), some with two independent clauses (noun + verb +
and/but/or + noun + verb), some with dependent clauses, some with infinitive phrases, some with
participial phrases, etc. Finally, it means choosing the right words and the right tone: the tone
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should be skeptical toward the prompt argument and persuasive toward the points you are making,
but not arrogant or dogmatic in any way.
First of all, notice it gives you one clear task: be sure to analyze the line of reasoning and the use
of evidence in the argument. Then, it lists several strategies that you might employ in your
analysis. Don't feel compelled to use every one of these in every AWA essay, but you should be
using most of them in most essays.
The first is no surprise: identify the assumption. We know from GMAT CR that the assumption of an
argument is the argument's nerve center, and finding it can be a vital strategy in either
strengthening or weakening the argument. Along those lines, alternative explanations are
alternatives to the assumption, and counterexamples are possible facts/scenarios that directly
contradict the assumption.
Often, one problem in the flawed prompt argument they will present is incomplete or partially
relevant evidence. DO NOT question the evidence cited: for the purposes of your analysis, accept
any evidence cited as such. Do consider, though: how well does the evidence cited support the
argument? What evidence would be even stronger? Conversely, what kinds of evidence would
weaken the argument even further?
The changes you recommend will be intimately related to the flaws you find. Basically, just find
the flaws, and each recommendation will essentially be in the form fix this flaw.
The task of deciding what would help you better evaluate [the] conclusion demands very much
the same skills as does the corresponding CR question. Here, we need to pull back the focus and
look at the bigger picture: what additional outside facts, or what kind of information, would put
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this argument in a greater context and allow us to see how it works where the rubber meets the
road.
Again, do not feel compelled to use every single one of these on each AWA essay, but you should
practice all of them because any of them could be a crucial piece of any particular AWA essay.
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Vague words
The words few, many, more, less, and some, by themselves without numerical
qualification can be vague. For example, suppose I say: In Happytown, more people buy Smiley
Doughnuts than buy Chipper Cookies. What does that mean? Let's say, for the sake of argument,
we even know that Happytown has 1000 adult residents. Does the statement mean: 995 buy Smiley
Doughnuts and only 5 buy Chipper Cookies, a landslide difference? Or, does it mean: 501 buy Smiley
Doughnuts and 499 buy Chipper Cookies, essentially no difference? Always consider the range of
possibilities contained in vague words comparing quantity or size.
OG example prompt: Speedee airline offering more flights to more destinations than ever
before --- how many more? (p. 812, top prompt)
Inappropriate Comparisons
This form presents a premise and conclusion for Thing #1, which is often quite clear and
undisputable. Then, it argues, Thing #2 is very similar, so the premise and conclusion should apply
to Thing #2 as well. Depending on the situation, the comparison may not be apt, and pointing out
that Thing #2 differs from Thing #1 in ways relevant to the argument can expose an essential flaw.
OG example prompt: Obesity in humans and dogs ---- is the obesity problem in humans identical to
the obesity problem in dogs? Is human metabolism similar enough to canine metabolism? (p. 811,
bottom prompt)
Errors in Causality
Many arguments want to make the case that A causes B. Whenever the argument A causes B is
presented, some alternative interpretations to consider are (1) the reverse, B causes A; or (2) A
and B are both caused by new thing C, or (3) A and B, for a variety of reasons, often appear
together, but one does not cause the other. (This last interpretation is summed up succinctly in
the sentence: Correlation does not imply causality.) Learn to spot arguments that draw
conclusions of causality, and question whether that's the correct relationship.
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OG example prompt: the Cumquat Caf argument: is the old location causing the difficulties
for the three subsequent businesses? (p. 807, bottom prompt)
Basic Economics
You are not expected to know advanced economics for the GMAT AWA. You are expected to
understand very basic economic facts, like the Law of Supply and Demand. Suppose an argument
suggests that lowering a price would increase sales --- true, but the question is: would the price
have to be lowered so much that it would obliterate any profits?
OG example prompt: The country of Sacchar ---- how much will it have to lower sugar prices?
Would selling sugar at that low price be worth it? (p. 806, third prompt)
Sampling Problems
Inferential statistics regularly uses information from a rigorously selected sample to draw a
powerful conclusion about the larger population. That's great, and we are used to that. The
problem is: authors will sometimes draw conclusions from samples that do not withstand analysis.
Conclusion X works for A, B, and C, so it should work for everything in the category--- do A, B,
and C adequately represent everything else in the category?
OG example prompt: Avia Airlines do the few folks who filed a formal complaint constitute a
fair representation of everyone who was in any way unhappy with the airline?? (p. 806, second
prompt)
Overconfident Conclusions
If you read the NY Times or the Wall Street Journal or the Economist magazine, you will notice the
kind of tone the GMAT favors: thoughtful, balanced, and measured. Extreme conclusions are
seldom correct on the GMAT. Any AWA prompt that presents a conclusion with God-given certainty
is too strong, and this is a flaw that needs to be addressed.
OG example prompt: Vista Studio's movie sequel ---- the use of the word undoubtedly in the
conclusion makes that conclusion too uncompromising. (p. 814, top prompt)
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Use a Template
Many test takers find it helpful to have the basic structure of the AWA essay already planned out
and practiced, so it's just a matter of plugging in the specific details on test day. Here's an example
of a possible template:
1. Paragraph #1: state that the prompt argument is flawed. Briefly enumerate the flaws you
will examine, in the order that you will discuss them.
2. Paragraph #2 (or #2 & #3): Sticking to that same order, analyze each flaw in detail,
explaining your reasoning why each is a serious weakness of the argument.
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3. Last paragraph: Suggest improvements, which are the reverse of the flaws (i.e. This
argument would be considerably stronger if it did such-and-such to remove flaw #2.) Close
by restating that it is a weak argument.
Feel free to adapt this template as is, modify it, or create one of your own.
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Integrated Reasoning
Introduction to Integrated Reasoning
What, Exactly, is Integrated Reasoning?
Integrated reasoning is GMAC's term to describe questions that combine (i.e. integrate) skills
that had previously been strictly divided between the Quantitative and Verbal sections. IR
questions can demand careful reading and analytic skills, such as one used on Reading
Comprehension and Critical Reasoning questions in the Verbal section, as well as mathematical
skills, especially data interpretation and reading graphs & charts.
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3. IR is not Computer Adaptive: the bank of 12 you get is fixed, and does not adjust according
to whether you are getting them right or wrong
4. There is no partial credit on the IR section: you must get every part of the question right in
order to receive credit.
5. The four IR question types are: (1) Multi-Source Reasoning; (2) Table Analysis; (3) Two-Part
Analysis; and (4) Graphic Interpretation. The abbreviations for these are, respectively, MSR,
TA, 2PA, and GI. Each question type has its own on-screen layout.
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Split Screen
On the left side is a window with two or three clickable cards. These cards contain the
information that will be relevant to answering the question. You can view only one card at a
time.
On the right side are the questions. You will only see one question at a time, and once you
submit your answer to a question, you cannot go back. There will be two kinds of questions
in the MSR section
Types of Questions
1. Ordinary five-choice Multiple Choice, exactly like the GMAT Problem-Solving questions or any
of the question in the GMAT Verbal section
2. Multiple Dichotomous Choice: in a single MDC question there will be three individual
questions and only two answer choices from which to select (e. g true/false,
improve/detract, make money/lose money, etc.) In other words, for each of the three
questions, you have a dichotomous choice: just two possibilities. You must answer all three
correctly to get credit for this MDC question, as there is no partial credit on the IR section.
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Table Analysis
A sortable table of numbers --- the table will have multiple columns, and you will have the
ability to sort by any column, so that is shows that column in increasing or decreasing order.
There may be verbal information, before or after the table, describing or clarifying
something about the table
All the TA questions are Multiple Dichotomous Choice questions. That is, for each TA
question, there will be a prompt and then three individual questions and only two answer
choices from which to select (e. g true/false, yes/no, wins/loses, etc.) The prompt
can be quite wordy, delineating precise specifications. You must get answer all three
prompts on the page correctly to earn credit for the question, as there is no partial credit on
the GMAT IR.
TA Strategy Tips
Understand the nature of the numbers in each column and their interrelationship
Some column headings will provide completely self-evident descriptions, but if accompanying
text appears, you will need to read that text carefully to determine the exact meaning of at
least some of the columns.
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Two-Part Analysis
A sizeable prompt will outline the scenario. Any variables required will be defined in this
prompt.
The question consists of a table of the following form:
Question #1
Question #2
Answer #1
Answer #2
Answer #3
Answer #4
Answer #5
Questions will be partially or completely related and interdependent. You will mark the
answer for column #1 in the first column and the answer for column #2 in the second
column. It is possible, in some scenarios, for both questions to have the same correct
answer. You cannot mark more than one answer in any column. You must get both columns
correct to earn credit for the question, as there is no partial credit on the GMAT IR.
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Graphic Interpretation
This type has by far the widest variety of possible ways in which the information can be
presented. All information will be presented visually, in a graph or a chart. The information
may be a pie chart, a bar chart, a column chart, a line graph/time plot, a scatterplot, a
bubble graph, an organizational chart, a flow chart, or a floor plan/map
Often, there will be at least a small verbal prompt accompanying the graph or chart, and
sometimes a detailed verbal explanation is given.
One part of one chart may be detailed by another chart: for example, a single column in a
column graph might be shown broken down into subdivisions in a pie chart.
All GI questions involve drop-down menus. The question prompt will be a sentence, and at
some point in the sentence there will be a gap; in the gap will be a drop down menu with 34 choices. For example: The hospital's debt increased by [drop-down menu] percent in 2005
(obviously, that particular drop-down menu would have percent values). Each GI question
typically will have one or two sentence prompts, always with a total of two drop-down
menus. You must get both correct to earn credit for the question, as there is no partial
credit on the GMAT IR.
GI Strategy Tips
Estimate!
Estimation is a vastly underrated skill throughout the Quantitative Section, and it is crucially
important on GI. You need not read the precise value on the graph if the value is, for example,
between ticks --- as a general rule, getting in the right ballpark will be enough to determine the
correct answer. If you see the words is nearest to, is closest to, etc., that's a clear
invitation to estimate.
Get Familiar with the Graph Types
Practice reading the various graph types: get acquainted with what each graph does and doesn't
show. Practice reading graphs --- in the Economist magazine, in the Wall Street Journal, in the
New York Times; any graph that appears in those news sources is an exemplar of what could
appear on the GMAT.
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Foundational Skills
In terms of foundational skills, what you need to know for Integrated Reasoning is not really
different from what you need to know for the Q & V sections. You need to know basic math,
especially percentages and ratios, and you need to be able to interpret word problems. You need
to know how to read graphs. You need to read critically and interpret, much as you do on CR and
RC questions. These are the basic skills absolutely required to negotiate the IR section, but they
are not really what the IR is designed to test.
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next generation GMAT and face the IR section. Do everything you can to prepare, so that when
you face the IR section, you can bring your best to the challenge.
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Practice Question
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Quantitative
Introduction to GMAT Quantitative Section
According to a poll in the last ten years, 40% of American adults say they hated math in school. No
doubt there are others who, while not using a word as strong as hate, still don't have a
passionate fondness for math. Yet, if you want to take the GMAT, you have to be sharp on a good
deal of math.
If you already have any warm and fuzzy feelings for math, you have a great edge over much of the
general population. If for you the word math evokes fear, anxieties, or doubts about your
abilities, this article is a pep talk for you.
75 minutes
37 questions
Two question formats: (a) Problem Solving, and (b) Data Sufficiency
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I have this theory that, for whatever reason, math education in the USA has convinced a large
portion of the population that they don't have any talent for math even though they do. I don't
know if it's the fault of the teachers, the textbooks, the college admission process, etc. I just know
the result is: many bright people who, with the proper re-acquaintance, could be successful with
math, have already emotionally psyched themselves out on this subject.
Believe in yourself. You can do this. Magoosh can help!
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Finally, math has this odd Jekyll and Hyde quality: When you don't see what to do in a problem, it
appears completely impossible; but when you see what to do, it often seems easy. When someone
is rusty with math, he feels frustrated by one problem after another because they seem impossible,
and then that is compounded when he sees the solution and it looks easy. Again, people incorrectly
draw the conclusion, Look, I'm stumped even by the easy ones. I must be bad at math. I'd like to
suggest an alternate interpretation. When you are stumped by a problem, remind yourself that
probably there's just one concept, probably one you already know, that will unlock the problem
and make it easy. As you practice consistently, and increase your fluency, it will be easier to
remember those magical key concepts. Also, recognize that the bizarre impossible/easy split
does not reflect anything about your abilities, but reflects something inherent to math itself. Don't
take it personally .
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Total
Percentage
Properties of Integers
65
13.83%
Fractions
19
4.04%
Decimals
10
2.13%
0.43%
23
4.89%
Percentages
41
8.72%
14
2.98%
Descriptive Statistics
39
8.30%
1.70%
12
2.55%
1.70%
13
2.77%
0.64%
Real Numbers
Sets
Counting Methods
Discrete Probability
Algebra
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11
2.34%
26
5.53%
Solving by Factoring
0.21%
0.64%
Exponents
16
3.40%
Inequalities
16
3.40%
0.21%
15
3.19%
Lines
0.43%
0.64%
Perpendicular Lines
0.00%
Parallel Lines
0.00%
Polygons
0.21%
Triangles
13
2.77%
1.49%
14
2.98%
1.70%
Coordinate Geometry
15
3.19%
Rate Problems
20
4.26%
Work Problems
1.28%
Mixture Problems
0.64%
Interest Problems
1.91%
Discount
0.85%
Profit
0.85%
Sets
1.49%
Geometry Problems
0.21%
Absolute Value
Functions/Series
Geometry
Quadrilaterals
Circles
Rectangular Solids & Cylinders
Word Problems
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Measurement Problems
1.06%
Data Interpretation
0.43%
470
100.00%
Total
Percentage
Arithmetic
Properties of Integers
65
13.83%
Arithmetic
Percents
41
8.72%
Arithmetic
Descriptive Statistics
39
8.30%
Algebra
26
5.53%
Arithmetic
23
4.89%
Word Problems
Rate Problems
20
4.26%
Arithmetic
Fractions
19
4.04%
Algebra
Exponents
16
3.40%
Algebra
Inequalities
16
3.40%
Algebra
Functions/Series
15
3.19%
Geometry
Coordinate Geometry
15
3.19%
Arithmetic
14
2.98%
Geometry
Circles
14
2.98%
Algebra
Simplifying Algebraic
Expressions
13
2.77%
Geometry
Triangles
13
2.77%
Arithmetic
Counting Methods
12
2.55%
Algebra
11
2.34%
Arithmetic
Decimals
10
2.13%
Word Problems
Interest Problems
1.91%
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Arithmetic
Sets
1.70%
Arithmetic
Discrete Probability
1.70%
Geometry
1.70%
Geometry
Quadrilaterals
1.49%
Word Problems
Sets
1.49%
Word Problems
Work Problems
1.28%
Word Problems
Measurement Problems
1.06%
Word Problems
Discount
0.85%
Word Problems
Profit
0.85%
Algebra
Equations
0.64%
Algebra
0.64%
Geometry
0.64%
Word Problems
Mixture Problems
0.64%
Arithmetic
Real Numbers
0.43%
Geometry
Lines
0.43%
Word Problems
Data Interpretation
0.43%
Algebra
Solving by Factoring
0.21%
Algebra
Absolute Value
0.21%
Geometry
Polygons
0.21%
Word Problems
Geometry Problems
0.21%
Geometry
Perpendicular Lines
0.00%
Geometry
Parallel Lines
0.00%
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The Categories
The list of concepts tested on the quantitative section is from GMAC, which you can see on page
107 of the Official Guide (either 12th or 13th edition). It isnt perfect Integer Properties is a
wide area of knowledge, whereas something like Circles is very specific.
Observations
Based on the master chart alone, Arithmetic is the clear winner, while Word Problems and
most Geometry question are ranked much lower.
Though the rankings vary slightly from chart to chart, there are no extreme outliers in terms
of the sets of data even the old released exam is quite consistent with all of the other
exams.
Well, I guess Ill just throw parallel/perpendicular lines out the window, then.
NO. For the sake of simplicity and accuracy in reporting absolute frequency, weve only assigned
each question to one concept. This means that even though GMAC lists Perpendicular lines as a
topic tested on the GMAT, and we have 0 questions marked as pertaining to that topic, that
certainly doesnt mean the idea of perpendicular lines did not come up at all on all of the exams. It
certainly appeared, but often in questions that were better categorized, overall, as Coordinate
Geometry, or Intersecting Angles and Lines.
Takeaways
We hope this serves as a guideline for the relative frequency of math topics tested on the GMAT to
help you decide how to focus your time! In Magoosh practice, you can set up customized practice
sessions to focus on specific concepts, as well as review your performance on individual concepts to
identify your weak spots using our Review tool.
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Backsolving
When the five answer choices are numbers, and you are not sure how to begin or set up the
problem, you can always backsolve: that is, start by assuming, for each answer, that it is the
correct choice and then work backwards from that to see if it is consistent with the constraints of
the question.
Here's a sample question solved with backsolving.
1. A positive number x is multiplied by 7 and then divided by 3, and then we square the result.
If the outcome of all these three steps equals x, what is the value of x?
A.
B.
C.
D.
E.
3/7
7/3
3/49
9/49
49/9
To backsolve, I am going to start with each answer, and apply that procedure to see where it goes.
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Notice, I didn't even get involved with calculations beyond what would be on a single-digit times
table, and it was enough to isolate D as the answer.
Plugging in Values
If the answer choices are all numbers, one possible strategy is to backsolve. If the answer choices
are in terms of variables, you can use algebra to solve the problem in a forward manner, or you
can choose numbers for the variables in both the question and in the answer choices, and solve it
as a numerical problem.
Let's say there are three variables in the problem. As a general rule, it's a good idea to pick a
different prime number for each variable. Always avoid 1 as a plug in value, because if z = 1, then
y and yz^2 have identical values. If two of the answer choices equal each other for certain plug in
values, that's a good sign to choose different plug in values.
Solution Behavior
This is GMAC's own term for a particular strategy. Suppose you can't solve a problem to completion,
but you have done enough work to eliminate two or three answers as incorrect. If you guess
randomly from among the remaining answers, after having eliminated some as impossible, that is
called solution behavior.
If you guess random from all five answers, on average this will not increase your score: the wrong
answers will neatly cancel the few right answers. BUT, if you can eliminate even only one answer,
this increases your odds of coming out ahead in points when you guess from the remaining answers.
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The more answers you can eliminate, the more likely you are to gain points by randomly guessing
from among the remaining answers. This may be unintuitive, but it is borne out by careful
probabilistic analysis.
It's very important to recognize: even if you can't solve a question, as long as you can intelligently
eliminate some of the answer choices, you are working toward an increased score on the GMAT.
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Practice Question
Try this question online and watch the video explanation: http://gmat.magoosh.com/questions/26
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Many people will spend way too long on this question, which can be answered in about 10-15
seconds. First of all, the prompt: in order to find the value of 1/(x + 4), we would need to find the
value of x, so really, the question what is the value of 1/(x + 4)? is, from a sufficiency
standpoint, entirely equivalent to the question what is the value of x? When we can answer
either question, we would be able to answer the other. So, which statement allows us to solve for
x?
Statement #1 is a one-variable equation which, when solved, will have a unique answer for x.
Done. We don't need to solve: all we need to do is determine: could we solve. We could solve for x,
so Statement #1 is sufficient.
Statement #2 is similarly a one-variable equation which, when solved, will have a unique answer
for x. Done. Again, we don't need to solve. We could solve for x, so Statement #2 is sufficient.
Answer = D
Both of the statements are tricky equations, and if someone undertook to solve them for the value
of x, that would easily eat 5-10 minute for a question that should take well under a minute.
Always remember your task on DS: it's not to find the answer to the target question, but
merely to determine whether you could find the answer.
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For Yes/No questions, you are looking for a definitive answer, a clear yes or a clear no. Any
statement that allows you to determine a clear answer of any sort to the prompt question is
sufficient.
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Practice Question
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Step #3: Point D is the midpoint of AC, so AD = s/2. Also, angle ADB is 90 degrees.
Step #4: Call the length of BD h, and apply the Pythagorean Theorem in triangle ADB:
Step #5: Now that we have the height in terms of s, we can find the area.
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That last formula is, indeed, the area of an equilateral triangle, and remembering it will be a
definite time-saver on GMAT Math. Again, I dont want you to memorize it. Rather, I strongly
encourage you to remember this five-step argument: practice recreating it step-by-step until you
can flawlessly recapitulate the entire thing by yourself. Then, you wont merely remember this
formula you will own it!
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Of course, if any question gives you two sides of a right triangle and asks you to find the third, you
will use this formula. Here are a couple problems to show its other guises.
Area of a Triangle
As you may remember from high school, A = bh, where b is the base and h is the height. If you
are having trouble remembering this, simply remember that a rectangle has an area of A = bh, and
that a triangle is half a rectangle.
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Combinations
A combination is a selection from a larger set. Suppose there is a class of 20, and we are going to
pick a team of three people at random, and we want to know: how many different possible threeperson teams could we pick? Another way to say that is: how many different combinations of 3 can
be taken from a set of 20?
This formula is scary looking, but really not bad at all. If n is the size of the larger collection, and r
is the number of elements that will be selected, then the number of combinations is given by
# of combinations = n! / r!(n-r)!
Again, this looks complicated, but it gets simple very fast. In the question just posed, n = 20, r = 3,
and n r = 17. Therefore,
# of combinations =
20!
3!(17)!
20!
20191817! 201918
=
=
= 1140
3!(17)!
3!(17)!
321
That example is most likely harder than anything youll see on the GMAT Math, but you may be
asked to find combinations with smaller numbers.
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$10079.44
$10815.83
$12652.61
$14232.14
$20598.11
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Solution: first of all, notice the magic word approximately the test-writer is letting us know
estimation is perfectly fine. Furthermore, the answer choices are nicely spread out, which will
facilitate estimating.
OK, get ready for some fast and furious estimation. The interest rate 3.96% is an ugly number, so
Im going to approximate that as 4%. It compounds semiannually, so that means that theres 2%
every six months, and that happens four times in two years. Well, 2% of $10000 is $200. If you get
$200, or a little more, on four occasions, thats a little more than $800 in interest. We expect an
answer slightly higher than $10800, so of course (B) is just right.
Notice, I estimated so that everything up until the last sum was single-digit math. Single-digit
calculations are a good standard for which to strive when you are practicing estimation.
By the way, if you find the bank that will do answer (E), double your money in only two years,
thats terrific, but it probably is something wildly illegal, a Ponzi scheme or worse! In the real
world, that just doesnt happen. On word problems, especially in financial situations, you should
always have your antenna up for whats realistic or unrealistic.
Practice Question
2. ACMEs manufacturing costs for sets of horseshoes include a $11,450 initial outlay, and
$19.75 per set. They can sell the sets for $52.50. If profit is revenue from sales minus
manufacturing costs, and the company produces & sells 987 sets of horseshoes, what was
their profit?
A.
B.
C.
D.
E.
$20,874.25
$30,943.25
$41,308.50
$51,817.50
$53,624.25
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A.
B.
C.
D.
E.
100
130
170
200
230
Suppose we dont know the math to answer this question. We are told its a rectangle, so we know
the angles must be right angles, and we know the area must be length (AD) times height (AB). We
know the height is 10. We know AD is drawn to scale. It definitely is longer than AB, so the area is
definitely larger than 10 x 10 (answer (A) is out). AD doesnt look as long as twice AB, so the area is
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definitely less than 10 x 20 (answers (D) & (E) are out). Notice, with pure spatial estimation, we
eliminated three of the five answer choices, so it will be to our advantage to guess randomly from
the remaining two if we cant decide between them. Estimating from size can be a huge help if you
dont remember the way to solve the problem.
BTW, the real math solution to that question: from the properties of the 30-60-90 triangle (ACD),
we know that AD = 10*(3), and since (3) is approximately 1. 7, AD is approximately 17, and the
area is approximately 170. Answer = C.
Heres another. This is from the GMAT OG. In the GMAT OG 12th edition, its Problem Solving #210,
and in the OG 13th edition, its Problem Solving #211.
2. In the coordinate system above, which of the following is the equation of line l?
A.
B.
C.
D.
E.
2x 3y = 6
2x + 3y = 6
3x + 2y = 6
2x 3y = 6
3x 2y =6
A student asked about this question: how do we know that the x-intercept of line l is 3 and the yintercept is 2? Well, technically, we dont know that they are exactly 3 and 2, but we know from
the diagram that if they are not exactly 3 and 2, they are very, very close. Thus, x-intercept = 3
and y-intercept= 2 make an excellent starting point: even if they are not spot-on correct, they are
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very good approximations. As it happens, the exact values themselves lead to the correct answer
of B.
These lines look parallel, right? Theyre not: they are 1/10 of one degree off from exactly parallel,
and that means: none of the special geometry facts for parallel lines would apply to these lines.
The same applies to right angles. An angle of 89.9 or 90.1 will look like a right angle to the
unaided eye, but if its not an exact right angle, none of the special right angle facts (like the
Pythagorean Theorem) will apply. For example:
These are two squares, right? Think again. Here is each one with individual measurements:
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ABCD is actually a rhombus: four equal sides, and opposite pairs of angles equal, but not
equiangular, the way a square should be.
EFGH is actually an isosceles trapezoid: equal pairs of base angles, and the legs (EF & GH) are
congruent. Both look like squares, but neither one is.
None of the parallel properties in geometry are true for almost parallel, and none of the right
angle properties are true for almost a right angle.
The Moral
Diagrams on GMAT Problem Solving are drawn to scale. That serves you very well when you are
approximating. That doesnt help you, and may mislead you, if you need something to be exactly
true.
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Understanding Percentages
Here are five quick tips to make you much more effective at interpreting and solving GMAT
problems involving percentages.
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single time that question is asked on multiple choice, the incorrect answer of 100% will be an
answer choice, and every single time, a large portion of folks who take the GMAT will select it. You
have a leg up if you simply recognize and remember that this is a trap.
In fact, solving this problem is just an extension of the previous item:
a 20% increase > multiplier = 1. 20
a 20% decrease > multiplier = 0. 80
total change = (1. 20)(0. 80) = 0. 96
Thus, after the increase and decrease, the final price is 96% of the original price.
BIG IDEA #1: when you go up by a percent, then down by the same percent, you do not wind up
where you started: thats the trap.
BIG IDEA #2: in this situation, as in any situation in which you have a series of percentage changes,
simply multiply the respective multipliers.
If you simply remain clear on these five tips, you will be a master of percent & percentage change,
one of the most frequently asked topics on GMAT Math.
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Fractions
Why Fractions are Hard
Of all the math topics that raise dread, fear, anxiety, and confusion, few do so as consistently and
as potently as do fractions. I have my own personal theory why fractions are hard. The trouble is:
think about when you learned fractions maybe the third, fourth, and/or fifth grades. Thats
when fractions are usually taught, but there are two problems with that. First of all, thats before
the tsunami of puberty hit you and virtually obliterated all previously held logical connections in
your head. More importantly, fractions, like many other topics in math, involve sophisticated
patterns, but in the fourth grade, no one is capable of abstraction, so instead you are just taught
to reproduce patterns mechanically, and relying on mechanical repetition has severe limitations:
similarly looking things become conflated, and when you get confused, you basically dont know
what to do. Many people simply give up at that point.
The solution is to re-approach those mechanical procedures, but with understanding. When you
understand why you do each thing, then (a) you can remember it much better, and (b) in a moment
of confusion you can figure out what to do. I will lead you through fractions from the ground up.
What is a Fraction?
A fraction is a way of showing division. The fraction 2/7 means the number you get when you
divide 2 by 7. The top of a fraction is called the numerator, and the bottom of a fraction is called
the denominator.
The fraction 2/7 also means the following: imagine dividing something whole into seven equal
partsone of those parts is 1/7 of the whole, so 2/7 = 2*(1/7) is two of those parts. This diagram
will likely call up dim memories from your prepubescent mathematical experiences.
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That, visually, represents 2/7. Two vital things to remember about 2/7 one is that 2/7 is two of
the thing called 1/7 2/7 = 2*(1/7), and second is this visual perspective that is always vital.
Notice that if you have the fractions 4/14 or 10/35, they both cancel down to 2/7. Cancelling
is division. Thats a big idea thus, when you have 4/20, and you cancel (i.e. divide) the 4s in the
numerator and the denominator, they dont simply go away (a fourth-grade mechanical way of
thinking), but rather whats left in the numerator is 4 4 = 1, and we get 4/20 = 1/5.
You may dimly remember that you can add and subtract fractions when you have a common
denominator. Thats true, but why is that true? Believe it or not, the basis of this fact is none
other than the Distributive Law, a(b + c) = ab + ac. For example, if I add 3x and 5x, I get 3x + 5x =
8x according to the Distributive Law, I can add two terms of the same thing, BUT if I want to add
3x + 5y, I cant simplify that any further and must keep it as 3x + 5y. If you add two terms of the
same underlying thing, you can combine the terms; but if you are adding proverbial apples and
oranges, you cant combine. Well, 3/11 + 5/11 is really just 3*(1/11) + 5*(1/11) so, by the
Distributive Law, you are allowed to add two terms of the same thing: 3/11 + 5/11 = 8/11
When the denominators are not the same 3/8 + 1/6 then you cant add them as is, but you can
take advantage of a sleek mathematical trick. We know that any number over itself, say 3/3,
equals 1, and you can always multiply by 1 and not change the value of something. Therefore, I
could multiply 3/8 by some a/a, and multiply 1/6 by some other b/b, and both would retain the
same value. I want to multiply each so that I find the Least Common Denominator (LCD), which
here is 24. Thus,
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Multiplying Fractions
This is the easiest of all fractions rules. To multiply fractions, multiply across in the numerators
and denominators.
Whats a little tricky about multiplication is what you can cancel. If you are multiplying two
fractions, of course you can cancel any numerator with its own denominator, but you can also
cancel one numerator with another denominator. Sometimes, that is called cross-cancelling,
which I think is a 100% useless term that reinforces fourth-grade mechanical thinking. I think its
much more effective to remember: when you multiply fractions, you can cancel any numerator
with any denominator. Heres a horrendous multiplication problem that simplifies elegantly with
the liberal use of cancelling.
Dividing Fractions
First of all, multiplying by 1/3 is the same as dividing by 3. Thats just the fundamental definition
of fraction as division. This also means, dividing by 1/3 is the same as multiplying by 3. This
pattern suggests, correctly, that dividing by a fraction simply means multiplying by its reciprocal:
Notice, as always, that you cancel before you multiply. Dividing a fraction by a number follows
the same pattern:
Notice, this is really the same idea as: dividing by 3 means the same thing as multiplying by 1/3.
Also, again, notice we cancel before we multiply.
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Proportions
Another word for a fraction is a ratio: ratios and fractions are exactly the same thing. A proportion
is when you have two ratios (two fractions) set equal to each other. For example:
One legitimate move is to cross-multiply, although doing so here would violate the ultra-strategic
dictum: cancel before you multiply. And its precisely this issue, what can you cancel and what
cant cancel in a proportion that causes endless confusion. Lets look at the general proportion a/b
= c/d.
First of all, as always, you can cancel any numerator with its own denominator you can cancel
common factors in a & b, or in c & d. Furthermore, a proportion, by its very nature, is an equation,
and you can always multiply or divide both sides of an equation by the same thing. This means: you
can cancel common factors in both numerators (a & c) or in both denominators (b & d). The
following diagrams summarize all the legitimate directions of cancellation in a proportion.
The following are highly tempting but complete illegal ways to cancel in proportions:
The trouble is, folks mechanically memorize the cancelling pattern for multiplying fractions or
even worse, they learn an utterly useless term like cross-cancelling and then they
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mechanically apply that pattern when theres an equal sign between the two fractions instead of a
multiplication sign. This is a major mistake, and any time a proportion appears on the GMAT, the
test-maker is expecting a large flock of test-takers to fall into this trap.
Lets solve the proportion we wrote above, with proper cancelling:
Notice, in that last step, to isolate x, all we had to do was multiply both sides by 3. Crossmultiplying, while always legal in a proportion, often is a waste of time that simply adds extra
steps.
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Verbal
Introduction to GMAT Verbal Section
Fact: The GMAT Verbal section is 75 minutes long.
Fact: Like the Quantitative section, the Verbal section is Computer Adaptive, which means the test
will be adjusting the difficulty as you move through the section.
Fact: The Verbal section has 41 multiple-choice questions.
Fact: There are three question types on the Verbal Section: (1) Reading Comprehension (RC); (2)
Critical Reasoning; and (3) Sentence Correction. These three types will be roughly evenly
distributed, so you will have 13-14 of each of the three kinds in a typical Verbal section.
Fact: the Verbal score, along with the Quantitative score, determines your Total 200 800 GMAT
score. The AWA and IR sections have separate scores and are not included in the Total GMAT score.
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A typical GMAT Verbal Section will have four RC passages, among batches of SC & RC. Each
RC question has a batch of 3-4 questions with it.
Short RC passages are typically 200-250 words, and typically have 3 questions. Long RC
passages are typically 300-350 words, and typically have 4 questions. A GMAT Verbal section
usually has 3 Short passages and 1 Long passage; although in rare instances it could have two
of each.
Passage may concern the natural and social science (e. g. from textbooks or journals), the
humanities (e. g. from books or academic articles), or the business world (e. g. economics,
sales, human resources, etc.) In no case are you expected to have outside knowledge of
what's in the passage.
The primarily skills RC tests are (a) the ability to determine the main idea of a passage; (b)
the ability to draw connections between facts and concepts; (c) the ability to extend the
pattern, to see where the argument is heading.
The GMAT presents RC on a split screen. On the left side is the passage: it will have a scroll
bar if it's long. On the right side, one question at a time will appear. You will always be able
to see the passage in its entirety, but you can only see one question at a time.
Virtually all RC questions fall into one of the following six categories:
1. Find the main idea (this is almost ALWAYS one of the questions)
2. Supporting ideas/details --- why did the author mention such-and-such?
3. Inferences --- with which new statement would the author agree?
4. Analogical --- applying information in the passage to a completely new and different
situation
5. Logical structure --- does author support a new idea? Contrast two ideas? Shoot down
something traditionally accepted? Etc. etc.
6. Tone --- the emotional color with which the author presents the material --- is the author
enthusiastic? Critical? Optimistic? Etc.
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Not everyone finds this helpful. Experiment, and see what works best for you.
Strategy #5: Read!
Especially if RC is not your thing, then read every day. Read hard, challenging material even
outside your GMAT prep. The Economist is, for a variety of reasons, probably the best weekly
journal to read regularly.
For science reading, both Scientific American and National Geographic are excellent sources. If you
have a friend who majored in a discipline different from yours, ask to borrow a couple textbooks
and ask for their recommendations of good chapters to read. After you read it, your friend may
even be willing to quiz you on the text.
Wikipedia is another virtually inexhaustible source of challenging reading. Pick a famous scientist
(e. g. Linus Pauling, Marie Curie, Barbara McClintock, etc.), follow the link to one of their
discoveries or theories, and read that thoroughly. Or, pick a famous historical figure whose name
you've heard but about whom you know nothing (e. g. Cardinal Richelieu, Suleiman the
Magnificent, Eleanor of Aquitaine, etc.) and read thoroughly about their role in history. Or pick a
discipline about which you know nothing, follow a link to one of the important ideas in that
discipline, and read about it thoroughly. There's no end of cool new stuff to learn!!
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Detail
The role of the second paragraph is , The author mentioned the life cycle of wombats at the
end of the first paragraph in order to
This is not entirely different from the first question type. The main idea is what informs the entire
passage, what drives the whole passage, so any detail mentioned has to support the main idea in
some way. To answer a detail question, you need to know the main idea, and you probably will
need to go back and re-read those particular sentences to see how it plugs in to the main idea.
Inference
Good authors are not explicit about everything: while they say some things directly, they imply
others. Inference questions test your ability to read between the lines, to figure out what the
author is implying.
On the GMAT, be careful to stay hyper-faithful to the passage. Any correct implication is something
that was not explicitly stated but must be true. It must be a direct logical consequence of what
was said. If the passage says, Ben has been to every country in Europe at least once, we can't
necessarily infer that Ben enjoys traveling --- maybe Ben hates traveling but has had to travel for
work, for example. An undeniable implication is: Ben has been to Portugal at least once. That's
the level of logical undeniability that you should seek in inference question answer choices.
Out of Context
Some of these questions will present a new concept, one not discussed at all in the text, and ask
you what the author would think about it. Here, you need to have deduced from the passage the
perspective and preferences of the author in order to answer this question.
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The questions may also ask you to compare something in the passage to a hypothetic example from
a completely different situation. The compromised situation of the raccoon described in line X is
most like, and then the correct answer could be something like a ballerina with a broken foot.
In these questions, you are asked to abstract out all particulars, and focus on what is essential to
the situation or relationship in its most austere logical form.
In both cases, however seemingly remote the focus of the question is, the correct answer should
still resonate with the author's main idea.
Logical Structure
Some questions will ask about the structure of the passage as a whole: Does the author present her
own new idea? Does the author contrast two ideas, showing evenhandedly the strengths and
weaknesses of both? Does the author sharply criticize a particular position or perspective?
Sometimes this question is phrased as: what would be the best title for this passage?
Here, the main idea and paragraph summaries you formulate for your notes will be invaluable.
Another huge help will be the logical direction words --- moreover, although, ironically,
but etc. Always pay attention to the way these words shape the passage, and you thereby will
start to develop an intuitive sense of the logical structure of passages.
Author's Tone
This is tricky, because unlike the extreme opinions typical of nutcases in the media, all the
opinions and perspectives of GMAT authors will be moderated and nuanced. An author who judges
something promising is wildly enthusiastic about it. An author who deems something less than
satisfactory is completely slamming it. An author who finds something troubling is essentially
pee-in-his-pants upset about it. If vivid emotions are bright colors, then GMAT passages don't get
any more colorful than pastels. Pay attention to any words that have any emotional charge: these
are the ones that will allow you to figure out the tone.
It's also important to remember: the tone in the passage will avoid extremes, so the correct
answers to tone questions will avoid extremes as well. If the correct answer to a tone question is
skeptical, wrong answers could include dismissive or vengeful, words that simply are two
extreme for the tenor of GMAT RC.
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more you practice writing these questions and creating your own tempting-sounding wrong
answers, the easier they will be to spot on test day.
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do with presentation, and it has a great deal to do with how emotionally engaged you are --- or
how emotionally engaged you allow yourself to be.
Turning On
Albert Einstein said: There are two ways to live: as if nothing is a miracle, and as if everything is a
miracle. For those who know anything about Einstein's biography, clearly he himself lived very
much in the latter mode. The word miracle is an awfully strong word, so we could paraphrase
the two ways --- as if nothing is interesting, or as if everything is interesting. It turns out, the
difference between those two has very little to do with our external circumstance and very much
to do with our fundamental emotional orientation.
Neurobiologists talk about top-down and bottom-up circuitry in the brain; top-down goes
from the higher cognitive centers to the lower perceptual centers, and bottom-up goes from the
perceptual centers to the cognitive centers. When we are looking closely at our surroundings,
trying to figure out what we're seeing, we are using bottom-up circuits. When what we are seeing is
deeply familiar and known, already mapped, we tend to use top-down circuits. Top-down circuit
match stimulus to past patterns, and the emphasis is on what has already been experienced.
Bottom-up circuits tune into the cutting edge of the present moment. Infants and young kids,
trying to figure out everything, are almost constantly in their bottom-up circuitry, and that creates
a great deal of the magic and wonder of early childhood. Adults, especially unexcited, jaded
adults, are almost exclusively in top-down circuits. Top-down circuits are useful and efficient,
because you don't want to have to refigure out everything each new time you see it, but the price
of overdoing this efficiency is that the world can become weary, stale, flat and emotionally
unprofitable.
The demands of the adult world cause us to lean heavily on our top-down circuitry, and many
people simply default to it 100% of the time, but that's not the only choice. Through practice, we
can train ourselves to exercise regularly our bottom-up circuitry. This is exactly what mindfulness
practice does. Zen Buddhism is also about getting out of one's head, one's preconceptions, and
focusing more on one's unmediated perceptions, with the consequence of shifting us to a
predominance of bottom-up circuitry. When we start to notice what is new, even ephemeral, in our
familiar environments, we start to feel interested and excited again. As Hopkins says, There lives
the dearest freshness deep down things. Once we become consistent in mindfulness practice,
such that it informs the majority of our day, then we are in bottom-up circuitry most of the time,
and the world can become exciting, magical, and full of wonder. This adds some genuine
neurobiological depth to the words of the ancient Chinese sage Mengzi: The great person retains
connection with her or his child's heart.
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Practicing Curiosity
As always with the brain, we need to practice to get good at something. If you want expand your
access to your innate bottom-up circuitry, you have to practice curiosity. Sometimes, curiosity
involves actually doing a little research and finding out, but more often, it just is a doorway to
imagination and open-ended wonder. Top-down processes are aligned with those parts of the brain
that want to get clear answers and leave no questions hanging. Bottom-up circuits are all about the
messy open-endedness of ongoing life as we experience it. Curiosity involves toning down the inner
skeptic and allowing one's self to be surprised by one's immediate experience. The more one
practices, the more vital and interesting the entire world becomes.
If you practice curiosity consistently, you will have a powerful skill on which to draw when you read
GMAT Reading Comprehension passages. If you read with genuine curiosity and wonder, you will get
far more out of Reading Comprehension, and be far more successful on those questions, even if you
haven't learned any additional RC strategies. Yes, those strategies are also useful, but even the
best RC strategies are not going to make up for the profound edge genuine curiosity gives.
The consistent practice of curiosity, and the consistent practice of experiencing the world in a
bottom-up mode, will help you immeasurably on GMAT RC. In fact, it will give you a GMAT
experience much more like Person A than Person B of the second paragraph. It will also make you
happier and more satisfied pretty much across the board in life. Not bad for a Reading
Comprehension strategy!
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Practice Question
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Think Broadly
When identifying assumptions, one crucial point to remember: assumptions are most
often general statements, not specific statements. If my premise is Fred has quality A, and my
conclusion is Therefore, Fred has quality B, then the assumption is not going to involve Fred at
all. The assumption would be something like most/all folks who have quality A also have quality
B. In trying to identify the assumption, it can helpful to remember that you can omit any specific
people/places/items mentioned.
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Hawaii is the specific, so drop that. The premise has to do with place with beautiful scenery, and
the conclusion has to with trouble concentrating, so just put those together with a strong logical
connection: People in places with beautiful scenery generally have trouble concentrating. There!
Thats a possible way to state the assumption. It would most strengthen this laughable argument if
one could somehow provide data or evidence supporting this assumption. It would shatter this poor
argument if we could cite data or evidence that directly contradicts the assumption.
Now, consider a somewhat more GMAT-worthy argument:
Of all the companies in the steel industry in the last six months, only Amalgamated
Ferric Industry (AFI) has tripled their advertising expenditures. No other steel company
has increased advertising nearly that much. Therefore, in the coming months, we
should see AFI gaining new customers at a rate that outpaces all its competitors.
Dropping the specifics, the premise is about increasing spending on advertising, and the conclusion
is: more new customers. An assumption would link these. A very broad assumption: companies
that increase what they spend on advertising generally see an increase in new customers. A
slightly more specific assumption: when companies in the steel industry increase advertising, this
generally results in more new customers. This is a relatively poor argument, and if we were asked
for a statement to weaken it, the best choice would be something that zeroed in on the assumption.
For example: studies of companies in the steel industry show little correlation between
advertising dollars and new customers. That strikes right at the nerve center of the argument,
obliterating it. Thats exactly what this kind of GMAT Critical Reasoning is asking you to do.
On the real GMAT, if you can anticipate what the best answer choice will look like, that will make
it much easier to find!
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If you can simply integrate these strategies, you will find you are able to crack GMAT Critical
Reasoning questions more quickly and accurately.
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Do you need to study formal logic to master the GMAT Critical Reasoning?
The short answer is: no. If you have studied formal logic, then chances are good that the muscles
you developed in those studies also will help you with CR. But, if you have never studied formal
logic, dont go out of your way to read up on Quine. Its somewhat beside the point.
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answer choices, but the point is: pure logic is not enough. You must be sensitive to the peculiarity
of the context.
An Example of CR Logic
Lets go back the CR questions at the head of this article.
Guidebook writer: I have visited hotels throughout the country and have noticed that in those built
before 1930 the quality of the original carpentry work is generally superior to that in hotels built
afterwards. [This is a factual observation.] Clearly carpenters working on hotels before 1930
typically worked with more skill, care, and effort than carpenters who have worked on hotels built
subsequently. [This is a conclusion that would explain the factual observation.]
We are asked to weaken the argument. This means we have to find another explanation for the
factual observation (pre-1930 hotels have good carpentry) that would support it even when the
conclusion (pre-1930 carpenters were better than carpenters since) is false. In other words, even if
pre-1930 carpenters are no better than later carpenters, why would the critic still observe much
higher proportions of good carpentry in pre-1930 hotels?
Notice, some logical reflection has clarified our task for us, but theres really no glaringly obvious
alternate explanation for the higher proportions of good carpentry in pre-1930 hotels. We will have
to look for relevant perspectives among the answer choices.
A. The quality of original carpentry in hotels is generally far superior to the quality of
carpentry in other structures, such as houses and stores.
True, but not helpful. Pre-1930 hotels had better carpentry than pre-1930 houses and
stores. Post-1930 hotels have better carpentry than post-1930 houses and stores. This
fact does not explain why any difference would not be apparent between pre-1930 hotels
and post-1930 hotels.
B. Hotels built since 1930 can generally accommodate more guests than those built before
1930.
How many guests a hotel can accommodate has virtually no bearing on the quality of the
carpentry. If the observations about differences in quality of carpentry were made from
some kind of survey of hundreds of hotel guests, perhaps we could deduce that more had
stayed in pre-1930 hotels simply because those hotels can accommodate more guests.
But, the observation was in fact made by a single guidebook writer, a single person, who
presumably stayed in a very large number of hotels. That persons conclusions
presumably would have absolutely nothing to do with how many other people are staying
in the hotel. This fact may well be true, but its irrelevant to this argument.
C. The materials available to carpenters working before 1930 were not significantly
different in quality from the materials available to carpenters working after 1930.
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Same materials in both time periods would not provide an alternative explanation for the
difference in quality between pre-1930 and post-1930 hotels. In fact, arguably, this fact
would strengthen the argument, not weaken it.
D. The better the quality of original carpentry in a building, the less likely that building is
to fall into disuse and be demolished.
This is fascinating. Old buildings with fine carpentry are more likely to be around still.
Old buildings with mediocre carpentry are more likely to be no longer with us. Remember,
the guidebook writer was implicitly speaking of proportions. The factual observation was,
essentially: if we look at the proportion of pre-1930 hotels that have fine carpentry, and
the proportion of post-1930 hotels that have fine carpentry, then the first proportion is
greater than the second proportion. The guidebook writer argued that differences in the
quality of the carpenters caused this difference in proportions.
This new fact provides an alternative explanation. Suppose carpenters now are just as
good, just as skillful and careful, as carpenters from before 1930. For simplicity, suppose,
on average, 3% of hotels built have fine carpentry, and the other 97% have
mediocre/substandard carpentry, and assume that was just as true before 1930 as it is
now. For hotels built before 1930, essentially all of those hotels with poor carpentry
would have been knocked down, and the only ones still standing would be the 3% that
had fine carpentry. Thus, when the guidebook writer goes to pre-1930 hotels still
standing, still in service, the carpentry in almost all of them is of high quality. By
contrast, hotels built in the past decade are all still standing, regardless of the quality of
the carpentry. When the guidebook writer goes to these, only 3% have fine carpentry,
and the rest do not. Thus, the guidebook writer could experience vast differences in the
proportion of hotels with fine carpentry, and it would have nothing to do with the
inherent quality of the respective carpenters. This is the correct answer.
E. The average length of apprenticeship for carpenters has declined significantly since 1930.
If anything, this would strengthen the argument. It would explain why pre-1930
carpenters would be more skillful. This does not weaken the argument.
Notice that we were asked to weaken the argument, and a couple of the answers did the
opposite: provided information to strengthen the argument. Thats a typical GMAT CR
pattern. Similarly, when you are asked to strengthen an argument, expect to see a
couple answer choices that weaken the argument.
Notice, also, in all five answer choices, our reasoning was deeply bound to the context itself. We
had to think through the details of the context to separate what was relevant from what was not
relevant. That is quite different from the exercises of formal logic, which tend toward abstraction.
GMAT CR logic is all about getting our hands dirty in the rough and tumble of real-world issues.
Thats what the GMAT asks you to do, because, once youre a manager with your MBA and youre
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out in the business world making decisions, thats precisely what you are going to be doing all day
every day in your job.
If you want to improve your GMAT CR logic, dont read textbooks on formal logic. Read The Wall
Street Journal and The Economist magazine: they both elucidate clearly the logic needed in the
business world.
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Practice Question
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Pretend that the grey boxes are just the information of the sentence, blah, blah, blah. Lets say
that the red circle and the sky-blue triangle represent words or phrases in the original sentence
that dont sound quite right they are either grammatically incorrect, or ambiguous, or too wordy.
Then we scan the answer choices. One pattern we see is that the sky-blue triangle has two
alternatives: the orange diamond and the green pentagon. Lets pretend that, of those three
options, the green pentagon is the best. Right there, we have narrowed things down to choices (C)
or (E) only. The other options we have to evaluate are red circle vs. purple semicircle. Lets
pretend that the purple semicircle is preferable. That very quickly isolates (E) as the best choice.
Once you think you have the best answer, always carefully reread the sentence with the answer
you have chosen. Ideally, you only have to read word-for-word two things the original prompt
sentence, and the new sentence with the answer choice you have selected.
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Practice Question
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Exam Mindset
Overcome GMAT Exam Anxiety: Breathe!
You study for months, mastering concept after concept, practice test after practice test, and then
on the big day, in front of the test itself, you are so nervous that you psych yourself out. How can
you avoid this? This series of articles presents a few ideas that have the potential to transform
your experience of performing under pressure, on the GMAT and beyond.
The Breath
This recommendation, at first blush, is going to sound like the oldest clich in the book: breathe
deeply. Before you completely dismiss this, let me talk for a moment about neuroanatomy.
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Mindfulness
Mindfulness is open-ended awareness. If I move through my life with mindfulness, I am curious,
perceptive, and present to my circumstances. To be mindful is to notice the often-overlooked
details of everyday life. To practice the skill of mindfulness, one might, for example, try to notice
one new thing on ones way to work each day, or try to notice one new sight or perspective in a
place you ostensibly know very well. Mindfulness can be externally focused on the environment,
and can also be internally focused: how does my body feel right now? What is the quality of my
breath? Are my muscles relaxed? What emotions are passing through me? What thoughts are running
through my head? To be mindful is never to be too far away from such questions, never to
completely lose track of the primary feelings of ones self in the rush of outer events.
Benefits of Mindfulness
In recent years, psychologists have amassed a small mountain of data demonstrating the enormous
benefits of mindfulness practices. Jon Kabat-Zinn is one of the leading authors in this burgeoning
field. Several books & workshops are available to assist one in developing mindfulness practices.
Mindfulness practice can reduce stress and increase both clarity and perceptivity.
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than we would like. What would it mean for your GMAT score if you could drastically reduce the
number of those mistakes? If you develop a mindfulness practice, enough to have some familiarity
with it before you sit for the GMAT, then you will be able to walk into that test and read each
question with the same careful eye and open-ended curiosity you have been practicing elsewhere.
Your mind will be clearer, and you will feel less stress.
Of course, theres a chance that being mindful of customers requests, mindful of connections with
others, and mindful of cool-headed priorities in the heat of the moment might pay dividends in
your career far beyond the GMAT. And, youll be happier.
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Probably one story you have in your head is how good your life will be if you get the GMAT score
you desire and get into the school you want. You may also have a competing story, about how
unpleasant it would be if you didnt get that score or had to go to this school instead of that
school. Of course, theres nothing to say either of those stories have any truth to them. There are
countless examples of folks who do brilliantly on the GMAT, go to great schools, but then for
whatever reason are not as successful afterward. There are also folks who never did well on
standardized tests, who went to schools that others would consider unworthy, but still are
fabulously successful in their careers. Furthermore, while meditation and mindfulness practice are
strongly correlated with greater happiness and fulfillment, wealth is absolutely 100% uncorrelated
with overall life-happiness. So, incidentally, is your GMAT score.
Wait a minute! It sounds like Mike is saying the GMAT doesnt matter. Not at all. My goal in this
eBook is to support the readers in their success on the GMAT in whatever way I can. I want to
encourage you in everything that can further your success: studying content, learning strategies,
taking practice tests, etc. All that is wonderful. Your stories, though, about what it all means:
thats a different matter. Your stories about what the future will be dont contribute bupkis to
your GMAT preparedness. In fact, if the stories you tell yourself generate anxiety or distraction,
then they are positively detrimental to your GMAT preparedness. The truth is: no one even knows
what tomorrow will bring, let alone a year or decade from now. As the poet W. S. Merwin wrote:
Today belongs to the few; tomorrow, to no one.
We all imagine the future: thats nature. The problem is when we become convinced about stories
about the future, and they cause us stress or fear or anxiety. It is often enough to unplug the
emotional drama of a story simply to step back and acknowledge: of course, we dont know if
thats how the future will turn out. None of us knows what the future will be. What I am suggesting
is a kind of detachment toward our stories. Detachment is very different from apathy. Apathy is
cutting off, not caring. Detachment is a vital engagement that, rather than locking on to any one
story, acknowledges, in all humility, that the future may well contain more than I can imagine right
now. In fact, I would even argue that if your future turns out as you are able to imagine it right
now, then that means you would be falling short of your potential, because your potential is always
beyond what you can imagine.
As with what I have recommended in the other posts, this detachment from our stories about the
future takes practice. After a big surprise or big disappointment, it takes practice to be able to
say, like the Chinese farmer, Who knows? Well see. Of course, deep breathing and mindfulness
practice will dovetail nicely with this practice. Insofar as you can practice this and develop this
skill, you will find you have more of your focus and more of your emotional energy at your disposal
in the present moment, and thus are ready to bring your best self forward on whatever is the task
at hand. And that is precisely what I would wish for you on your GMAT.
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Resources
Study Plans
Whether youre attempting to cram or are taking your time to study leisurely for the GMAT, it
always helps to have a more structured schedule to keep you on track. Below are our
recommended study schedules that include lists of suggested resources and checklists of specific
tasks and goals for every day. Let us know how you like them!
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Sign up for
Magoosh GMAT!
We give you everything you need to start studying today.
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